Using the Input Panel to Convert Handwriting to Text.
SETTING THE STAGE
Session Overview
In this session, participants will use the stylus to browse the internet and to create a Word document.
Focusing Questions What is cursive writing?
How can I use the input panel more effectively?
How can we use the input panel more efficiently? How can we improve handwriting recognition?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Other
Resources
We are going to use the Internet Explorer and Microsoft Word.
INSTRUCTIONS:
Launch the Internet Explorer. Point the insersion point with your stylus and the input panel will appear. (If it does not appear tap the input panel in the lower left hand part of the screen. When the panel appears, close it). Now when you insert your pen the Input panel will appear.
Framing the Session How can we make use of all of the features of out tablet? How can we use our stylus to create text while in table mode.
Teaching
Calibrate your stylus.
Switch your laptop into tablet mode.
Let's work together. Tap in the address bar of the Internet Explorer to place an insertion point. An icon appears. Tap the icon. You should now view the input panel. It is made up of three sections:
The Writing Pad
The Charactor Pad
The On Screen Keyboard
We are going to use the writing pad. It converts your handwriting into text. As you see in the guided practice, beneath your writing the pad will show a text preview. You will tap the preview to make corrections.
Guided Practice
Begin by launching Tablet PC Tutorials. Start -> All Programs -> Tablet PC -> Tablet PC Tutorials
:Let's go through the following lessons:
1) Improving handwriting recognition.
2) Using the input Panel Efficiently
WORK TIME
Getting Started
Tell participants what they will be doing during their work time, and how much time they have: “Take the next 30 minutes to..., and then we will come back together and share.”
Participant Activities
Using your stylus 1) Go to www. yahoo. com
Click Finance
Using only your stylus enter the following stock symbols.
twx yhoo vz xom dis ko - press get quotes.
2) http://223.nycdoe.org
Use the numbers and symbols to input this site into the address bar. Highlight the contents that are currently in the address bar.
3) www.google.com
Now perform a search for mummies. Select the web site Mummy - Wikipedia. It should be second on the list given by your google search.
Highlight the definition of a mummy. Hold down the mouse button on the stylus. Now click the area that you highlighted. You will get a menu in which you could select copy.
Minimize the Internet Explorer. Launch Microsoft Word. Create a blank document. Hold the mouse button on your stylus and choose paste from the menu.
Using the same method, copy a picture of a mummy from the web and copy it to the Word document.
(Be sure to format the picture by double clicking to obtain the picture menu.)
Part 2 Close your word document. It is not necessary to save the document. Create a new document and insert this information.
Hello my name is Nargiza. I am a seventh grade student at I.S. 223 in Brooklyn, New York. I speak English, Russian and Forci. When it comes to drawing my favorite color is blue. When I have free time, I enjoy reading. Ideally, I would like someday to go to Florida.
Facilitator Conferring
Circulate around the room and confer with participants. Make sure that, Check for, Try to guide, Suggest that, If participants finish early, etc.
Take note of particularly good examples of work that can be presented during the Share. SHARE(Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Lead a discussion about how this work addresses the focusing questions.
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.
Using the Input Panel to Convert Handwriting to Text.
SETTING THE STAGE
Session Overview
In this session, participants will use the stylus to browse the internet and to create a Word document.
Focusing Questions
What is cursive writing?
How can I use the input panel more effectively?
How can we use the input panel more efficiently? How can we improve handwriting recognition?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Other
Resources
We are going to use the Internet Explorer and Microsoft Word.
INSTRUCTIONS:
Launch the Internet Explorer. Point the insersion point with your stylus and the input panel will appear. (If it does not appear tap the input panel in the lower left hand part of the screen. When the panel appears, close it). Now when you insert your pen the Input panel will appear.
Framing the Session
How can we make use of all of the features of out tablet? How can we use our stylus to create text while in table mode.
Teaching
Calibrate your stylus.
Switch your laptop into tablet mode.
Let's work together. Tap in the address bar of the Internet Explorer to place an insertion point. An icon appears. Tap the icon. You should now view the input panel. It is made up of three sections:
The Writing Pad
The Charactor Pad
The On Screen Keyboard
We are going to use the writing pad. It converts your handwriting into text. As you see in the guided practice, beneath your writing the pad will show a text preview. You will tap the preview to make corrections.
Guided Practice
Begin by launching Tablet PC Tutorials. Start -> All Programs -> Tablet PC -> Tablet PC Tutorials
:Let's go through the following lessons:
1) Improving handwriting recognition.
2) Using the input Panel Efficiently
WORK TIME
Getting Started
Tell participants what they will be doing during their work time, and how much time they have:
“Take the next 30 minutes to..., and then we will come back together and share.”
Participant Activities
Using your stylus
1) Go to www. yahoo. com
Click Finance
Using only your stylus enter the following stock symbols.
twx yhoo vz xom dis ko - press get quotes.
2) http://223.nycdoe.org
Use the numbers and symbols to input this site into the address bar. Highlight the contents that are currently in the address bar.
3) www.google.com
Now perform a search for mummies. Select the web site Mummy - Wikipedia. It should be second on the list given by your google search.
Highlight the definition of a mummy. Hold down the mouse button on the stylus. Now click the area that you highlighted. You will get a menu in which you could select copy.
Minimize the Internet Explorer. Launch Microsoft Word. Create a blank document. Hold the mouse button on your stylus and choose paste from the menu.
Using the same method, copy a picture of a mummy from the web and copy it to the Word document.
(Be sure to format the picture by double clicking to obtain the picture menu.)
Part 2
Close your word document. It is not necessary to save the document. Create a new document and insert this information.
Hello my name is Nargiza. I am a seventh grade student at I.S. 223 in Brooklyn, New York. I speak English, Russian and Forci. When it comes to drawing my favorite color is blue. When I have free time, I enjoy reading. Ideally, I would like someday to go to Florida.
Facilitator Conferring
Circulate around the room and confer with participants. Make sure that, Check for, Try to guide, Suggest that, If participants finish early, etc.
Take note of particularly good examples of work that can be presented during the Share.
SHARE (Typically lasts about 10–20% of session.)
Share
Ask selected participants to share particularly good examples of their work.
Lead a discussion about how this work addresses the focusing questions.
ACKNOWLEDGEMENTS
Author: John Sorocco
Email: Jsorocc@schools.nyc.gov
20k223
Technology Tech Coach.
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.